A multivariate analysis of the relationships among the Big Five personality traits, activity-oriented learning styles, and academic performance of Grade 12 students in Thailand.

Abstract

Background: Research studies show that different personality type students tend to have their own learning styles. Personality traits and learning styles have played a significant role in the academic success of students. However, most of the studies used a more popularized learning styles instrument such as Kolb's, VARK, or Felder-Silverman's learning styles, for data collection. This study examined the relationships among the Big Five, learning styles, and academic performance of G12 students.

Methods: A multivariate analysis of variance (MANOVA) statistical technique was chosen to investigate two dependent variables that were continuous (GPA and QPT scores), whereas the independent variables and the confounding variables, gender and school were all categorial. The IPIP Big Five personality markers, the Learning Styles Indicator (LSI) scales, and the Quick Placement Test (QPT) were employed to collect the data. Students' grade point averages (GPAs) were also used. Purposive sampling was employed, comprising 1,358 students from the three largest government secondary schools in Chiang Rai, Thailand: one school from each of the three districts.

Results: Overall, the results confirmed that there were significant relationships among the Big Five, learning styles, and academic performance, and there was a significant relationship between personality types and learning styles. Agreeableness and conscientiousness were found to be the first two dominant personality types, whereas GAO (group activity orientation) and PO (project orientation) were preferable to IAO (individual activity orientation).

Conclusion: The multivariate results reveal that GPA and QPT were significantly related to school, gender, and learning styles, but were related to personality types non-significantly. The LSI scales have been proved to be practical and appropriate to determine EFL G12 students' learning styles. The study has contributed to the body of knowledge about personality types and learning styles of G12 students in Thailand. The findings suggest that tailoring teaching methods to students' learning styles could improve academic performance, especially in English proficiency.